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By Durham, I T

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Geschichtsbewusstsein—Theorie. In M. Barricelli & M. ), Handbuch Praxis des Geschichtsunterrichts, Bd. 1 (pp. 98–111). , Germany: Wochenschau-Verlag. Schörken, R. (1972). Geschichtsdidaktik und Geschichtsbewußtsein. Geschichte in Wissenschaft und Unterricht, 23, 81–89. Schott, R. (1968). Das Geschichtsbewußtsein schriftloser Völker. Archiv für Begriffsgeschichte, 12, 166–205. Schreiber, W. (2008). Ein Kompetenz-Strukturmodell historischen Denkens. Zeitschrift für Pädagogik, 54 (2), 198–212. Seixas, P.

In 2002, the Rand Corporation, an American non-profit policy think tank, published a report on reading comprehension that highlighted the dearth of research on reading comprehension in middle and high school, even as demands for advanced literacy continued to grow (Snow, 2002). Soon after, the Carnegie Corporation published Reading Next in 2004, which charted “an immediate route to improving adolescent literacy” (Biancarosa & Snow, 2006). ” By emphasizing domain-specific literacy and the particular demands of content area texts, the reports provided a national platform for work on historical reading.

Pandel, & J. ), Geschichtsbewußtsein empirisch (pp. 221–344). Pfaffenweiler, Germany: Centaurus. Sauer, M. (2006). Kompetenzen für den Geschichtsunterricht—ein pragmatisches Modell als Basis für die Bildungsstandards des Verbandes der Geschichtslehrer. Informationen für den Geschichts- und Gemeinschaftskundelehrer, 74, 7–20. Sauer, M. (2009). Geschichte unterrichten. Eine Einführung in die Didaktik und Methodik. Kallmeyer, Germany: Seelze. Schönemann, B. (2012). Geschichtsbewusstsein—Theorie. In M.

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